Making Our Views Heard

Live Consultations

Link to all DfE Consultations

Consultation on Strengthening Qualified Teacher Status (QTS) and Improving Career Progression for Teachers

Strengthening Qualified Teacher Status and improving  career progression for teachers

 Respond by 9 March 2018
The background and rationale for each question can be found in the Strengthening Qualified Teacher Status and improving career progression for teachers Government consultation
Q1. Do you think that QTS should be awarded after a period of sustained professional practice rather than the end of ITT? 
Q2. Do you agree that a core early career content framework and CPD offer for new teachers should be fundamental to a strengthened QTS?
Q3. What core competencies, knowledge areas or particular skills do you think should be developed in a structured way during the induction period?
Q4. To achieve these objectives, do you think we should extend the induction period?
Q5. We have used the names QTS(P) and QTS throughout this document. Do you think that these terms are appropriate?
Q6. Which of these proposals do you think would help improve the quality and quantity of mentoring for all new teachers?
Q7. How else can we improve the quality and quantity of mentoring for all new teachers?
Q8. How should we ensure that new teachers get sufficient time to focus on their professional development?
Q9,10,11. Do you agree that the QTS assessment should be conducted internally and be independently verified by an appropriate body? How do you think we should strengthen the independent verification of QTS accreditation? What role do you think ITT providers could play in the assessment and accreditation of QTS?
Q12. Do you think we should maintain the limitation on how long a teacher can teach on a supply basis without completing QTS?
Q13,14,15. Considering all of the above, what impact would this model of a strengthened QTS have on post-ITT teachers in terms of teaching practice, retention, and morale? What impact would this model of a strengthened QTS have on the wider school system? Are there any other implications that we should consider, and what are your suggestions for addressing them?
Q16,17. Do you think that there is a market for specialist NPQs – or similar – for teachers who aspire to other forms of leadership within the school system? What specialisms should be prioritised?
Q18,19. Do you think there is a market for non-leadership NPQs – or similar – aimed at further developing subject expertise? How should they differ between primary and secondary phases?
Q20. What additional support should be offered for teachers who work in more challenging schools to undertake further professional qualifications?
Q20,21. Do you agree that a CPD badging scheme is something that should be developed? What organisations might be best placed to deliver this service?
Q22. How should government incentivise effective professional development for teachers, particularly in the areas and schools where it is most needed?
Q23. How can government best support the development of a genuine culture of mentoring in schools?
Q24,25. Do you think that a fund to pilot sabbaticals would be a positive step for the profession? What would the impact be for teachers and schools of enabling more teachers to take sabbaticals, providing they are related to their teaching practice?

Consultation on Keeping Children safe in education

Guidance+Documents+December+2017

To make a response (closes 22nd February 2018)

Responses

DfE Response to Mandatory Qualifications for Specialist Teachers

NASBTT Response to the relationship between PGCE and QTS (posted 07/02/2014)

 

[contactform]
To ask us a question regarding Making Our Views Heard, please contact us using the form below.

Your Name (required)

Your Email (required)

Your Message


[/contactform]